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Early Childhood Learning Types and Styles
- 1. Math & Science for Young Children ECE 141 / 111F winter quarter 2010 Emily McMason Units 2 & 3
- 2. children’s book example: The Kids’ Nature Book 365 Indoor/Outdoor Activities & Experiences Susan Milord
- 26. Mental stretch
- 27. Unit 3
Notes de l'éditeur
- What does this sound like? Least formal, child-driven, no adult agenda, pure open-ended exploration Sensorimotor is through age 2. Ex page 26
- Naturalistic -What does this sound like? Least formal, child-driven, no adult agenda, pure open-ended exploration Informal – child directs, but adult steps in with questions, comments, to help move child to next level of understanding [scaffolding] Ex: page 27
- Naturalistic -What does this sound like? Least formal, child-driven, no adult agenda, pure open-ended exploration Informal – child directs, but adult steps in with questions, comments, to help move child to next level of understanding [scaffolding] *teachable moments- especially when you are frustrated! Turn it around. Ex: cole and the piano
- Structured learning- teacher driven – activities are preplanned. Ex page 28 All three are vital! Think about feather and ball falling- if only informal, kids may always think lighter things fall more slowly. [2 pieces of paper crumple]
- Need a combination of both- divergent pushes them to think for themselves, convergent guides them in a specific direction
- My bias: sheer brilliance.
- languages
- My bias: sheer brilliance.
- My bias: sheer brilliance.
- My bias: sheer brilliance.
- On own
- My bias: sheer brilliance.
- My bias: sheer brilliance.
- My bias: sheer brilliance.
- ;big picture’ philosophy, religion, history, puts things in perspective.
- So often we only teach in the first two ways. Who are you as a learner? Who are you as a teacher? What kind of learners are the majority of your students? Can you identify type for each child?
- Ex: Eden’s [correct] assumption that I would never let one of the evil step-sisters win the contest got her to go back and examine her work for the mistake.